The role of mother tongue based-multilingual education in enhancing early language development: Impact study

Sanchez, Michael Jordan Campaner and Miralles, Abundio Cabaltera (2025) The role of mother tongue based-multilingual education in enhancing early language development: Impact study. International Journal of Science and Research Archive, 15 (2). pp. 789-812. ISSN 2582-8185

This study is intended to determine the impact of Mother Tongue Based-Multilingual Education in enhancing early language development at Lope T. Quial Sr. Central Elementary School, Libungan, North Cotabato. Using the explanatory-sequential design, the data was collected from the Grade 3 level with 101 parents, 10 teachers, and 4 school administrators, through questionnaires and interviews. The study revealed that the cognitive group of indicators received the mean scores of 3.80, 3.26, and 3.27 among the group of respondents, describing the influence of MTB-MLE on language development that enhances children’s ability to analyze and apply concepts in real-life situations. Meanwhile, in the stakeholders’ perception on the effectiveness of MTB-MLE, the cognitive indicators received mean scores of 3.44, 3.26, and 2.87 which indicates the consistent difference between the perceptions of teachers, parents, and administrators reflects their distinct roles and levels of involvement in the program. Additionally, the cognitive domain shows the P-value of 0.032 determines a statistically significant difference in the perceived effectiveness of MTB-MLE on language development. On the other hand, a broad consensus shows a positive influence on the sociocultural aspect with weighted mean scores of 3.69, 3.30, and 3.42 indicates that the benefits of MTB-MLE for cultural identity, cultural engagement, and cultural heritage are highly beneficial. In acknowledging the nature of MTB-MLE implementation, the result reveals to have a strategic approach that integrates the development of targeted interventions to address the unique challenges faced by each stakeholders group. Empower teachers to adapt the curriculum to meet the diverse linguistic and cultural needs of their students. Engage local communities in the development of culturally appropriate learning resources. Offer specialized training on strategies for supporting multilingual learners and promoting cross-cultural understanding. And foster strong partnerships between schools, families, community organizations, and local government agencies to support MTB-MLE implementation.